Working Memory and EFL Listening Comprehension: Metacognitive Intervention (MI)

This article is an examination of the history of the relationship between English as a Foreign language (EFL) learners’ Working Memory and EFL Listening Comprehension through Metacognitive Intervention (MI). This paper explores various models of Working Memory and the effect of metacognitive intervention on different aspects of listening comprehension and working memory. The results from this study might help in better understanding of the WM and metacognitive intervention during language processing employed by EFL learners, which could guide their instructors through finding appropriate methods of teaching listening skill to the learners. In addition, the results may contribute to assisting ELT instructors of English by adopting the innovative approaches in language structures teaching and other language skills in order to help in solving some problems in teaching and learning English.